Early years settings are committed
to providing quality provision based on equality of opportunity for all children and their families. All staff in our provision are committed to doing all they can to enable ‘looked after’ children
in their care to achieve and reach their full potential.

Children become ‘looked after’ if
they have either been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement). Most looked after children will be living in foster
homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their natural parent(s).

We recognise that children who are
being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse
and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in
their lives that has an impact on their emotional well-being. Most local authorities do not place children under five with foster carers who work outside the home; however, there are instances when
this does occur or where the child has been placed with another family member who works.

We place emphasis on promoting
children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children are based on two important concepts, attachment and resilience. The basis of
this is to promote secure attachments in children’s lives, as the foundation for resilience. These aspects of well-being underpin the child’s responsiveness to learning and enable the development of
positive dispositions for learning. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a
new environment and new expectations made upon them.

The term ‘looked after child’ denotes a child’s current legal status; this term is never
used to categorise a child as standing out from others. We do not refer to such a child using acronyms such as LAC.

We do not normally offer placements for babies and children under two years who are in
care; we offer instead other services to enable a child to play and engage with other children while their carer stays with them.

In exceptional circumstances, we offer places to two-year-old children who are in care. In
such cases, the child should have been with the foster carer for at least two months and show signs of having formed a secure attachment to the carer, and the placement in the setting will last a
minimum of three months.

We offer places for funded three and four-year-olds who are in care to ensure they receive
their entitlement to early education. We expect that a child will have been with a foster carer for a minimum of one month and that they will have formed a secure attachment to the carer. We expect
that the placement in the setting will last a minimum of six weeks.

We will always offer ‘stay and play’ provision for a child who is two to five years old who
is still settling with their foster carer, or who is only temporarily being looked after.

Where a child who normally attends our setting is taken into care and is cared for by a
local foster carer, we will continue to offer the placement for the child.

Procedures

The designated person for looked after children is the designated child protection
co-ordinator.

Every child is allocated a key person before they start and this is no different for a
looked after child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.

The designated person and the key person liaise with agencies, professionals and
practitioners involved with the child and his or her family and ensure that appropriate information is gained and shared.

The setting recognises the role of the local authority children’s social care department as
the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parent’s or foster carer’s role in relation to
the setting, without prior discussion and agreement with the child’s social worker.

At the start of a placement there is a professionals meeting to determine the objectives of
the placement and draw up a care plan that incorporates the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly
intervals.

The care plan needs to consider issues for the child such as:

their emotional needs and how they are to be
met;

how any emotional issues and problems that affect
behaviour are to be managed;

their sense of self, culture, language(s) and
identity – and how this is to be supported;

their need for sociability and
friendship;

their interests and abilities and possible learning
journey pathway; and

how any special needs will be
supported.

In addition the care plan will also
consider:

how information will be shared with the foster
carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored;

what contact the child has with his/her birth
parent(s) and what arrangements will be in place for supervised contact. If this is to be at the setting, when, where and what form the contact will take will be discussed and agreed;

what written reporting is required;

wherever possible, and where the plan is for the
child’s return home, the birth parent(s) should be involved in planning; and

with the social worker’s agreement, and as part of
the plan, the birth parent(s) should be involved in the setting’s activities that include parents, such as outings and fun-days etc alongside the foster carer.

The settling-in process for the child is agreed. It
should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. It is even more important that the ‘proximity’ stage is followed until it is
visible that the child has formed a sufficient relationship with his or her key person for them to act as a ‘secure base’ to allow the gradual separation from the foster carer. This process may take
longer in some cases, so time needs to be allowed for it to take place without causing further distress or anxiety to the child.

In the first two weeks after settling-in, the
child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.

Further observations about communication, interests
and abilities will be noted to firm a picture of the whole child in relation to the Early Years Foundation Stage prime and specific areas of learning and development.

Concerns about the child will be noted in the
child’s file and discussed with the foster carer.

If the concerns are about the foster carer’s
treatment of the child, or if abuse is suspected, these are recorded in the child’s file and reported to the child’s social care worker according to the setting’s safeguarding children
procedure.

Regular contact should be maintained with the
social worker through planned meetings that will include the foster carer.

The transition to school will be handled
sensitively. The designated person and/or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth
parents.

Further guidance

Guidance on the Education of Children and Young
People in Public Care (DfEE 2000)

Who Does What: How Social Workers and Carers can
Support the Education of Looked After Children (DfES 2005)

Supporting Looked After Learners - A Practical
Guide for School Governors (DfES 2006)

Document ID-

Policy adopted at meeting – Sept
2012

Reviewed by : Ladybirds Directors

Date reviewed

Oct 2017

LOST CHILD - L2

Statement of intent:

We believe that the safety of children is of paramount importance.

If a child goes missing from the setting:

Necessary precautions have been put in place to ensure that children are supervised at all times and never have the
opportunity to leave our pre-school unaccompanied. However, should an occasion ever arise where we are unable to locate a child, the following procedures will be followed:

Two staff members will check all store rooms, cupboards, toilets, the kitchen, play areas and equipment, the outside play
area, school reception area and play ground, and any other areas where a child could hide, constantly calling their name

The pre-schoolmanagerwill ensure all other children are kept quietly in the pre-school setting and will
recheck the register

All doors and gates will be checked to see if there has been a breach of security

The pre-school manager will speak individually to all members of staff/parents/carers/visitors in the setting to
establish what has happened

If the child cannot be located, the pre-school manager will telephone the child’s parents/carers and if necessary the
Police and OFSTED

If it is possible that the child is making their way back home a member of staff will walk that route in order to
intercept the child if possible

The remaining staff will ensure that the other children do not become alarmed or frightened

If a child goes missing from an outing:

On the majority of our outings we do insist that parents/carers or a responsible adult accompany each child, however the
following procedures will be followed in all instances regardless of whether the child is accompanied or not:

Staff will ask all children to stand with their designated adult and carry out a headcount to ensure that no other child
is missing

One member of staff will search the immediate vicinity only

Staff will take the remaining children back to the setting or to a designated meeting point, where they will keep them
quietly occupied and recheck the register

If the child cannot be located, the pre-school manager will telephone the child’s parents/carers (if they are not
present), police and social services.

The investigation

The pre-school manager will carry out a full investigation into what has happened including taking statements from all
adults/staff present in the setting or on the outing. The report must include:

The date and time of the incident and that the report was prepared on

What staff/adults and children where present

How the incident occurred

What action has been taken to ensure it does not happen again

The incident will be recorded and a full report made to OFSTED and the Pre-School Learning Alliance

If the incident warrants a police or OFSTED investigation, all staff will co-operate fully whilst ensuring that
confidentiality is not breached. Under no circumstances are staff allowed to talk to any journalists, reporters or other parties – all queries must be referred to the pre-school manager /
deputy.

Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors

Date reviewed

Sept 2017

LUNCH CLUB - L3

Statement of intent:

We aim to provide a positive lunch club provision where we model and promote healthy eating, good social skills and good
hygiene practices.

Lunch club will be available to all children attending Ladybirds. Places will be allocated in accordance with our
admissions policy and a waiting list will be held once all of the available spaces have been allocated.

Equipment

Children attending lunch club will need a named lunch box.

Please be aware that we do not have facilities to refrigerate lunch contents. When preparing lunch,
please this in mind and do not add foods that will not be edible if left unchilled.

We also do not have facilities to offer to heat lunch for children. Our lunch club is for a packed lunch
only.

It is not necessary to provide a drink, as we supply water and cups to our lunch club participants. We also
provide a plate for children to put their lunch on (Ludlow setting only).

It is our policy to return any unused food to the lunch box, so that parents can see how much has been
eaten.

Healthy Packed Lunch

We regard lunch time as an important part of the pre-school’s session, as it represents a social time for the children
and adults and helps children learn about healthy eating.

We are aware of any dietary and/or allergies for individual children and to ensure these are catered for we must insist
that NO NUTS are put into lunch boxes. This includes nut snack boxes, peanut butter sandwiches and chocolate nut spread.

We actively promote healthy eating so encourage fruit and veg rather than processed foods where possible. We do
not allow any sweets or chocolate to be consumed during lunch club and discourage biscuits, biscuit bars or crisps. We are able to offer advice regarding what to put into a healthy lunch box,
should this be required. We also recommend looking at this website for ideas toohttps://www.nhs.uk/change4life/food-facts/healthier-snacks-for-kids

Process for payment of fees:

An invoice will be issued or emailed to the parent/carer.
Lunch Club can be paid by BACS. By employer childcare vouchers. Also by cash or cheque in an envelope with the child’s name on

Full payment is required in advance of lunch club
becoming due. The invoice can be paid ½ termly or termly.

Alternative payment options (To be agreed with the Manager prior to child’s first session or late pay fees will be
added)

Payment plan for fees- You will be issued with a clear list of Instalment amounts and dates the fees are due. All will be requested in advance of them becoming due.

By Banking Payment– You can make electronic payments via your internet banking. Bank details are listed on each fee invoice. Please reference your payments with your child’s name and ‘lunch
club’ in order for us to know who and what is being paid.

Post-dated cheques- We will accept post-dated cheques and require these to be in advance of the due date. Your invoice will clearly state the dates the cheques are due.

Cheques should be made payable to Ladybirds Pre-School and never to an
individual.

Sickness and Holidays taken during term time

Should your child take a holiday during term time, lunch fees are still
due and will need to be paid.

Should your child be absent due to sickness or any other reason, lunch
fees will be due and need to be paid.

In extreme circumstances e.g. extended overseas travel or your
child be cared for out of the area for period of time, please speak to the Manager or Deputy to discuss fees.

Late/Non-payments

Late or non-payment of lunch club will result in the
child’s name being withdrawnfrom our register and the place offered to another child, a late fee charge
will be added to the fees outstanding as per the list shown below.

If the child’s fees have not been paid, the pre-school will pursue payment of the fees using a debt collection agency if
deemed necessary.

An administrative fee will be charged for late payment or non-payments of fees.

If payment has not been received for a lunch club on the day the child attends the following charges will be
automatically added to the outstanding fees.

1st lunch club – fees unpaid - £5 charge

2nd lunch club – fees still unpaid – additional £5 charge

3rd lunch club - fees unpaid, lunch club removed from
child

If the fees have not been paid, when your child
becomes entitled to their funded sessions we will not offer that funded place to your child, it will be offered to the next child on our waiting list.
In extreme circumstances you can make prior arrangements with the Manager to extend your instalment period.

If you refuse to pay all outstanding fees later then arranged and your
child’s place has already been filled by another child, your child will go back on our waiting list until we have a place available.

If fees remain outstanding and a sibling is on our waiting list, a place
will not be offered to that sibling until all outstanding fees are paid.

Leavers

If the child pays fees and then leaves the pre-school, 1 week’s payment
as notice will be deducted from the fees already paid. Any other monies will be refunded.

Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors

Date reviewed

Feb 2018

MANAGING CHILDREN WHO ARE SICK, INFECTIOUS OR WITH ALLERGIES - M1

Including reporting notifiable diseases)

Policy statement

We provide care for healthy children through preventing cross infection of viruses and bacterial infections and promote
health through identifying allergies and preventing contact with the allergenic substance.

Procedures for children who are sick or infectious

If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains, particularly in the head
or stomach – the manager calls the parents and asks them to collect the child, or send a known carer to collect the child on their behalf.

If a child has a temperature, they are kept cool, by removing top clothing and sponging their heads with cool water,
but kept away from draughts.

The child's temperature is taken using a forehead thermometer strip, kept in the first aid box.

In extreme cases of emergency, the child should be taken to the nearest hospital and the parent
informed.

Parents are asked to take their child to the doctor before returning them to the setting; the setting can refuse
admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.

Where children have been prescribed antibiotics, parents are asked to keep them at home for 48 hours before returning
to the setting.

After diarrhoea, parents are asked to keep children home for 48 hours or until a formed stool is
passed.

The setting has a list of excludable diseases and current exclusion times. The full list is obtainable
from

www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1194947358374 and includes common childhood illnesses such as
measles.

Reporting of ‘notifiable diseases’

If a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification)
Regulations 2010, the GP will report this to the Health Protection Agency.

When the setting becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts
on any advice given by the Health Protection Agency.

HIV/AIDS/Hepatitis procedure

HIV virus, like other viruses such as Hepatitis A, B and C, are spread through body fluids. Hygiene precautions for
dealing with body fluids are the same for all children and adults.

Single-use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled
with blood, urine, faeces or vomit.

Protective rubber gloves are used for cleaning/sluicing clothing after changing.

Soiled clothing is rinsed and either bagged for parents to collect or laundered in the
setting.

Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; any cloths used are
disposed of with the clinical waste.

Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a
disinfectant.

Children do not share tooth brushes, which are also soaked weekly in sterilising solution.

Nits and head lice

Nits and head lice are not an excludable condition, although in exceptional cases a parent may be asked to keep the
child away until the infestation has cleared.

On identifying cases of head lice, all parents are informed and asked to treat their child and all the family if
they are found to have head lice.

Procedures for children with allergies

When parents start their children at the setting they are asked if their child suffers from any known allergies.
This is recorded on the Registration Form.

If a child has an allergy, a risk assessment form is completed to detail the following:

The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee
stings, cats etc).

What to do in case of allergic reactions, any medication used and how it is to be used (e.g.
Epipen).

Control measures - such as how the child can be prevented from contact with the allergen.

Review.

This form is kept in the child’s personal file and a copy is displayed where staff can see
it.

Parents train staff in how to administer special medication in the event of an allergic
reaction.

Generally, no nuts or nut products are used within the setting.

Parents are made aware so that no nut or nut products are accidentally brought in, for example to a
party.

Insurance requirements for children with allergies and disabilities

The insurance will automatically include children with any disability or allergy, but certain procedures must be
strictly adhered to as set out below. For children suffering life threatening conditions, or requiring invasive treatments; written confirmation from your insurance provider must be obtained to
extend the insurance.

At all times the administration of medication must be compliant with the Safeguarding and Welfare Requirements
of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005).

Oral medication

Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to
your insurance provider.

Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on
them.

The setting must be provided with clear written instructions on how to administer such
medication.

All risk assessment procedures need to be adhered to for the correct storage and administration of the
medication.

The setting must have the parents or guardians prior written consent. This consent must be kept on file. It is not
necessary to forward copy documents to your insurance provider.

a letter from the child's GP/consultant stating the child's condition and what medication if any is to be
administered;

written consent from the parent or guardian allowing staff to administer medication; and

proof of training in the administration of such medication by the child's GP, a district nurse, children’s’ nurse
specialist or a community paediatric nurse.

Copies of all three documents relating to these children must first be sent to the Pre-school Learning Alliance
Insurance Department for appraisal (if you have another provider, please check their procedures with them). Written confirmation that the insurance has been extended will be issued by
return.

Key person for special needs children - children requiring assistance with tubes to help them with everyday living e.g.
breathing apparatus, to take nourishment, colostomy bags etc.

Prior written consent must be obtained from the child's parent or guardian to give treatment and/or medication
prescribed by the child's GP.

The key person must have the relevant medical training/experience, which may
include those who have received appropriate instructions from parents or guardians, or who have qualifications.

5 days from commencing antibiotic treatment or 21 days from onset of illness if no antibiotic
treatment

Chicken Pox/measles

5 days from onset of rash or until all the spots and scabs have fallen off or healed.

Impetigo

Until all scabs have fallen off and the wounds are healed

Nits & Head Lice

Your child can still attend pre-school however:

Letters are sent home should a case be discovered to ALL parents and you should check and treat as
necessary.

We follow the HPA Guidelines however the Manager reserves the right to change these guidelines and you may receive a phone call to collect
your child if they feel it is necessary.

Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors

Date reviewed

Sept 2017

MISSION STATEMENT - M2

Ladybirds Pre-school works to provide a safe, caring and stimulating environment where children learn through play, both in and out
of doors.

The curriculum, planning and timetable are planned, using the ‘Early Years Foundation Stage’ and the “Plan, Do, Review”
cycle from ‘High Scope’ educational approach to learning.

The Session

As a team we are committed to an active learning environment so that children are able to follow their interests, and
are able to take safe risks and challenges. We provide this through:

Careful planning of the environment, materials and experiences with the children’s interests and stages of
development in mind

organising space both in and out of doors into interest areas

plentiful materials, clearly labelled, we have a book showing what other boxes we have out in the store so children can
chose another box if they wish, for the children to use and return

Adults interact and support children sensitively throughout the session focusing on their strengths as children work on
age appropriate experiences. As children’s confidence grows they are able to form authentic relationships with both adults and children.

Where conflict arises we use a problem solving approach

A consistent daily routine ensuring that children have time to follow through their plans and ideas in a secure,
caring and supportive environment.

Our Routine

Welcome– all staff
and children gather together to welcome each other and share any special news

Small Group Time– the
adult selects materials based on the children’s interests and needs from information gained through observations, the seven areas of learning and local events

Plan– to express
their interests and intentions, they make decisions and plans

Choosing Time– carry
out their plan with the supportive adult team both in and out of doors.

Tidy Up Time–
children and adults work together to sort and put back the materials used during work time

Remembering Time–
look back at what they did maybe using words, drawing, the work created and use fiddles and photo bags to help with this process

Large Group Time–
where children and adults come together to work together on a group theme e.g. books, music and movement, games, role playing and dancing

Through this consistent, but flexible routine the children have control of their time and
they are secure in the knowledge that they can plan, carry out an activity/s and reflect on what they did. Use of a 10 minute warning before snack cafe is closed and 5 minutes warning before tidy up
time helps the children manage their own time and choose when to visit the snack cafe for example. Even the newest members of the pre-school quickly develop understanding of the routine secure in
that they know what will happen next.

The Pre-School staff team work together as partners, promoting parental involvement. We strive to support families
and parents/carers by:

Valuing all parents/carers equally

Working with parents for the best outcomes for each individual child

Having an open door policy, so that everyone feels welcome to visit at anytime during sessions.

Welcoming parents into our sessions

Meeting with parents at times convenient to them to share information

Keeping all information confidential unless abuse is suspected

Talking through the possibility of involving outside agencies where appropriate and only with parental consent, unless
abuse is suspected

Having a trained SENCO (Special Educational Needs Co-Coordinator) to work particularly with children with special
needs

Key Persons

Each child and their parents/carer are allocated a key person on entry to the pre-school. The key person will work
with their key children on a daily basis through planning, remembering, and small group time and will develop a strong bond with these children getting to know their interests and stages of
development well.The team have regular meetings and discussions to ensure that relevant information is
shared with everyone, meaning that each child receive the highest quality care and education, unique to them. The key person will work with parents/carers to make sure that the pre-school provides
for your child’s particular stage of development and interests. This starts at the home visit and continues every term at the parent consultations to discuss and look through their child’s learning
story. The key person also discusses next steps and developments with any other setting a child maybe attending.

Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors

Date reviewed

Sept 2017

NAPPY CHANGING - N1

Policy statement

No child will be excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or
equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We provide nappy changing facilities and exercise good hygiene practices in order to accommodate children who are not yet toilet trained.

We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of
adults.

Procedures

Children will be checked by their keyperson periodically throughout each session; approximately 9.30 and then 11.20 am and then 12.50 and 3.10 pm – if
their usual keyperson isn’t present the practitioner assuming keyperson responsibilities will do the checks. Soiled or wet nappies will be changed and this will be recorded on a daily sheet in
the bathroom area.

An additional check of all children in nappies will be carried out by an identified practitioner that is responsible for bathroom duties that session,
this will take place at approximately 10 am and 2 pm, wet or soiled nappies will be changed and this will be recorded on a daily sheet in the bathroom area. The Manager or Deputy will review
and sign sheets at the end of each day to confirm that procedures have been followed.

Changing areas are clean and safe areas to lay children. A changing mat is used (unless the child is in pull ups and prefers to stand), and the
mat is cleaned before and after each use. Disposable aprons and gloves are used. If it comes to the attention of any key person that a child requires changing at a time between checks, the
child will be changed by that person and this will also be recorded.

Nappies and pull-ups, gloves, wipes and any soiled aprons are double-bagged, labelled and given to appropriate parent/carer for disposal when the child
is collected.

All staff members are familiar with the hygiene procedures and carry these out when changing nappies.

All staff members are gentle when changing; they avoid pulling faces and making negative comments about ‘nappy contents’. Staff members are
familiar with specific cleansing procedures relating to boys and girls.

All staff members have ‘duty of care’ towards children’s intimate personal needs. If children are left in wet or soiled nappies/pull ups in the
setting this may constitute neglect and will be a disciplinary matter. The responsibility of the care routines lies with the child’s designated key person.

Children are encouraged to take an interest in the toilet, they may just want to sit on it and talk to a friend who is also using the
toilet.

Document ID-

Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors

Date reviewed

Oct 2017

NON - COLLECTION OF CHILD - N3

Policy statement

In the
event that a child is not collected by an authorised adult at the end of a session, we put into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified
practitioner who is known to the child. The child will receive a high standard of care in order to cause as little distress as possible.

We inform
parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures

Parents of children starting at the setting are asked to provide the following
specific information, which is recorded on our Admissions Form:

Home address and telephone number - if the parents do not have a telephone, an alternative
number must be given, perhaps a neighbour or close relative.

Place of work, address and telephone number (if applicable).

Mobile telephone number (if applicable).

Names, addresses, telephone numbers and signatures of adults who are authorised by the
parents to collect their child from the setting, for example a childminder or grandparent.

Who has parental responsibility for the child.

Information about any person who does not have legal access to the
child.

On occasions when parents are aware that they will not be at home or in their usual place
of work, they inform us in writing of how they can be contacted.

On occasions when parents, or the persons normally authorised to collect the child, are not
able to collect the child, they provide us with details of the name, address and telephone number of the person who will be collecting their child. We agree with parents how to verify the
identity of the person who is to collect their child.

All children must be picked up by an appropriate person over the age of 16 (or the parent
if the parent is under the age of 16)

We operate a password system to ensure the eligibility of the person collecting the child.
The child’s password is kept with the child’s admission form. Staff will ask the person collecting the child for the password and check it matches our records before allowing the child to leave
with that person.

No child is allowed to leave the Preschool with anyone not authorised by the
parents.

Parents are informed that if they are not able to collect the child as planned, they must
inform us so that we can begin to take back-up measures. We provide parents with our contact telephone number.

We inform parents that we apply our child protection procedures in the event that their
children are not collected by an authorised adult within one hour after the setting has closed and the staff can no longer supervise the child on our premises.

If a child is not collected at the end of the session, we follow the procedures
below:

The child’s file is checked for any information about changes to the normal collection
routines.

If no information is available, parents/carers are contacted at home or at
work.

If this is unsuccessful, the adults who are authorised by the parents to collect their
child from the setting - and whose telephone numbers are recorded on the Registration Form - are contacted.

All reasonable attempts are made to contact the parents or nominated
carers.

The child does not leave the premises with anyone other than those named on the
Registration Form or in their file.

If no-one collects the child after the setting has closed and there is no-one who can be
contacted to collect the child, we apply the procedures for uncollected children.

We contact our local authority children’s social care team:

02380 833336

The child stays at the setting in the care of two fully-vetted workers until the child is
safely collected either by the parents or by a social care worker.

Social care will aim to find the parent or relative. If they are unable to do so, the child
will become looked after by the local authority.

Under no circumstances will staff go to look for the parent, nor do they take the child
home with them.

A full written report of the incident is recorded in the child’s file.

The Ladybirds management reserve the right to charge parents an on the spot penalty notice
of £10 for late collection for the first 15 minutes and then for every further 5 minutes an additional £5.

Parents will have 1 week to pay the penalty. After 1 week of non-payment a reminder
letter is issued. After 1 more week a warning letter will be issued from the staff informing parents the case has now been referred to the Ladybirds Directors. The Ladybirds Directors
reserve the right to withdraw the child’s place following a non-payment of a penalty.

Other useful Pre-school Learning Alliance publications

Safeguarding Children (2010)

Document ID-

Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors

Date reviewed

Oct 2017

NON SMOKING - N2

Statement of intent

We comply with health and safety regulations and the Safeguarding and Welfare Requirements of the
Early

Years Foundation Stage in making our setting a no-smoking environment – both indoors and outdoors.

Procedures

All staff, parents and volunteers are made aware of our No-smoking Policy.

We display no-smoking signs.

The No-smoking policy is stated in our information for parents.

Staff who smoke do not do so during working hours, unless on a break and off the premises.

Staff who smoke during their break make every effort to reduce the effect of the odour and lingering effects of passive
smoking for children and colleagues.

Legal Framework

The smoke-free (Premises and Enforcement) Regulations (2006)

The smoke-free (Signs) Regulations (2007)

Document ID-

Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors

Date reviewed

Oct 2017

NOTIFICATION OF INFECTIOUS DISEASES - N4

Statement of intent

We comply with health and safety regulations and the Safeguarding and Welfare Requirements of the
Early

Years Foundation Stage in making our setting a no-smoking environment – both indoors and outdoors.

Procedures

All staff, parents and volunteers are made aware of our No-smoking Policy.

We display no-smoking signs.

The No-smoking policy is stated in our information for parents.

Staff who smoke do not do so during working hours, unless on a break and off the premises.

Staff who smoke during their break make every effort to reduce the effect of the odour and lingering effects of passive
smoking for children and colleagues.